BOSHLANG‘ICH SINF ONA TILI DARSLARIDA MATN USTIDA ISHLASHNING KREATIV SHAKLLARI

Ushbu maqolada boshlang‘ich sinf ona tili darslarida matn ustida ishlashning kreativ shakllarini joriy etish masalasi ko‘rib chiqiladi. Matn bilan ijodiy ishlash usullarining o‘quvchilar nutqi, tafakkuri va kommunikativ kompetensiyasini rivojlantirishdagi o‘rni ochib beriladi. Maqolada interfaol va loyiha asosidagi metodlar, o‘quvchi ijodiyotini rag‘batlantiradigan topshiriq turlari tahlil qilingan. Tadqiqot natijalari shuni ko‘rsatadiki, kreativ shakllardan tizimli foydalanish o‘quvchilarning matnga nisbatan faol munosabatini va o‘z fikrlarini og‘zaki hamda yozma ravishda ifodalash qobiliyatini sezilarli darajada kuchaytiradi. Zamonaviy ta’lim paradigmasining o‘zgarishi o‘quvchini bilim iste’molchisidan faol ijodkor sifatida shakllantirishni talab qilmoqda. Boshlang‘ich ta’lim bosqichida ona tili fani bu vazifani amalga oshirishning asosiy maydoniga aylanadi. Chunki aynan shu davrda o‘quvchi nutqi, fikrlash qobiliyati va ijodiy imkoniyatlari eng tez sur’atda rivojlanadi. Ammo amaliyot ko‘rsatadiki, ko‘plab darslar hali ham an’anaviy — savol-javob va qayta hikoyalash doirasida qolib kelmoqda. Bu esa o‘quvchilarning matnni mustaqil tushunishi, unga nisbatan shaxsiy munosabat bildirishi va ijodiy fikrlashini cheklab qo‘yadi. Natijada o‘quvchi matnni o‘qiydi, lekin undan ma’no yaratmaydi. Xalqaro PISA va PIRLS tadqiqotlari ham matnni o‘qib tushunish sifatida emas, balki undan foydalanish — tahlil qilish, munosabat bildirish va yangi g‘oyalar yaratish ko‘nikmasi sifatida baholanishi lozimligini ta’kidlaydi. Ushbu nuqtai nazardan kreativ shakllar — bu nafaqat darsni qiziqarli qilish vositasi, balki o‘quvchida matn bilan ijodiy muloqot madaniyatini shakllantirishning pedagogik texnologiyasidir.

This article discusses the implementation of creative forms of working with texts in primary school native language lessons. The role of creative text-based activities in developing students’ speech, thinking, and communicative competence is revealed. The article analyzes interactive and project-based methods, as well as types of tasks that stimulate students’ creativity. The research results show that the systematic use of creative forms significantly strengthens students’ active attitude toward texts and their ability to express their thoughts both orally and in writing. The transformation of the modern educational paradigm requires shaping students not as passive consumers of knowledge, but as active creators. At the primary education stage, the native language subject becomes the main platform for implementing this task. It is precisely during this period that students’ speech, thinking abilities, and creative potential develop most rapidly. However, practice shows that many lessons still remain within traditional methods such as question answer activities and retelling texts. This limits students’ ability to independently understand texts, express personal attitudes toward them, and think creatively. As a result, students read texts but fail to create meaning from them. International studies such as PISA and PIRLS also emphasize that reading comprehension should be evaluated not only as understanding a text, but also as the ability to use it — to analyze, respond, and generate new ideas. From this perspective, creative forms are not only a means of making lessons more engaging, but also a pedagogical technology for developing a culture of creative interaction with texts.